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Microprocessor Architecture, Programming, and Applications with the 8085

Summary

Created for one/two semester undergraduate level courses in Introduction to Microprocessors offered in electrical and computer technology departments and requires a prerequisite course in digital logic, but assumes no knowledge of programming. The first of its kind to offer an integrated treatment of both the hardware and software aspects of the microprocessor, this comprehensive and thoroughly updated text focuses on the 8085 microprocessor family to teach the basic concepts underlying programmable devices. Providing a sound pedagogy - from basic concepts to applications - it fully prepares students to apply concepts learned to other microprocessors in higher level courses or to a variety of situations they may encounter in their future jobs.

Excerpts

This book was first published in 1984, and it has been in the field for the last eighteen years. The microprocessor concepts that were at the cutting edge of the technology in the 1970s and '80s have become fundamentals of the computer field. It is gratifying to see such acceptance of the integrated approach to teaching microprocessor concepts. The text is intended for introductory microprocessor courses at the undergraduate level in technology and engineering. It is a comprehensive treatment of the microprocessor, covering both hardware and software based on the 8085 microprocessor family. The text assumes a course in digital logic as a prerequisite; however, it does not assume any background in programming. At the outset, though; we need to answer the following three critical questions. 1. In the early years of the twenty-first century, is an 8-bit microprocessor an appropriate device through which to teach microprocessor concepts when 32- and 64-bit microprocessors are readily available?If we consider the worldwide sales volume of microprocessor chips, the answer is a resounding yes: 8-bit microprocessors (including single-chip microcontrollers) account for more than 90 percent of the total. The 8-bit microprocessor has already established its market in the areas of industrial control, such as machine control, process control, instrumentation, and consumer appliances; these systems that include a microprocessor are known as embedded systems or microprocessor-based products. The recent 32- and 64-bit microprocessors are used primarily in microcomputers and workstations; they are so powerful that their applications are better suited to such tasks as high-speed data processing, CAD/CAM, multitasking, and multiuser systems. The 32- or 64-bit microprocessors are less likely to replace 8-bit microprocessors in industrial control applications. From the teaching point of view, we are interested in teaching the basic concepts underlying a programmable device, such as buses, machine cycles, various processes of data flow (parallel, serial, interrupts, and DMA), internal register architecture, programming, and interfacing. A general-purpose 8-bit microprocessor is an ideal device to teach these concepts, especially in a rapidly changing technological environment. When students master the basic concepts, they will be able to apply those concepts in such an environment, whether it is based on a microcontroller, an 8-bit processor with a different set of instructions, or a 64-bit processor. 2. Why shouldn't we focus on the Intel high-end 32- or 64-bit processors when PCs (personal computers) are commonly available in college laboratories?This is similar to asking why shouldn't we use LSI devices to teach basic logic concepts of AND, NAND, and OR. To teach basic concepts, we need a simple processor with an adequate instruction set. The Intel high-end processors are too difficult to comprehend at the introductory level because of their complex architecture and large instruction set. They are suitable for high-level languages and handling large databases and graphics. These processors are used primarily in PCs and network servers. 3. Why teach the 8085 microprocessor?This question has several answers. One is that any 8-bit microprocessor that is commonly available will meet the teaching criteria, and another is that the 8085 is one of the most widely used microprocessors in college laboratories. It has simple architecture and an adequate instruction set that enable instructors to teach necessary programming concepts. It is inconsequential which microprocessor is selected as the focus; the concepts are easily transferable from one device to another. Having learned basic concepts with the 8085 microprocessor, students can adapt to the microcontroller environment (such as the Intel 8051 or Motorola 68HC 11) or to the PC environment. Furthermore, peripheral devices (such as th